圖示問題解決循環策略，對國中學習障礙學生數學文字題解題成效之研究

The Effects of the Draw-It Problem Solving Cycle on Solving Word Problems of Junior High School Students With Learning Disabilities

本研究採單一個案研究法中的跨參與者多探測設計，以兩位國中學習障礙學生為研究參與者，目的在探討圖示問題解決循環策略對國中學習障礙學生數學文字題解題之成效。本研究結論如下：問題解決循環策略對國中學習障礙學生數學文字題解題具有立即成效。（問題解決循環策略對國中學習障礙學生數學文字題解題具有維持成效。本研究對數學文字題教學實務具有下列意涵：圖示問題解決循環策略強調圖示在解題歷程的重要性，以系統化步驟方式教導學生，提升學生在文字題理解的能力，進而能提升學生列式及計算的正確性。

"This study was mainly designed to use the multiple probes across participants. Two of the junior high school students with learning disabilities participated in the study. This study examined the effects of the Draw-It Problem Solving Cycle on solving word problems of junior high school students with learning disabilities. The results indicated that the Draw-It Problem Solving Cycle for solving word problems has immediate and maintainable effects. Moreover, the Draw-It Problem Solving Cycle had a positive influence on the students. This strategy helped students understand the word problems and improve their word problem solving performances."